MTSS Continuum of Support for ALL: Math, Science, Spanish, Reading, Soc Skills, Soc Studies, Basketball

1. pbiswashington.pbworks.comflintsimonsen@centurylink.net Flint Simonsen P. O. Box 602 Cheney, WA 99004

2. MTSS Continuum of Support for ALL Math Science Spanish Reading Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007

3. Problem-solving Steps • Define the problem(s) - Analyze the data • Define the outcomes and data sources for measuring the outcomes • Consider 2-3 options that might work • Evaluate each option: - Is it safe? - Is it doable? - Will it work? • Choose an option to try • Determine the timeframe to evaluate effectiveness • Evaluate effectiveness by using the data - Is it worth continuing? - Try a different option? - Re-define the problem?

4. SW Positive Behavior Support Social Competence, Academic Achievement, and Safety OUTCOMES Supporting Decision- Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

5. Overview of Individual Student Systems Simple Solutions Won’t Work for Complex Problems

7. Purpose • To describe considerations and procedures for developing and sustaining individual student systems

9. Problem • Educators report that they are unable to educate individual students with significant problem behaviors

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12. LEVEL 2 Specialized Group Interventions

13. What is a Tier 2 Intervention? • An intervention (or set of interventions) known by all staff and available for students during the school day • Interventions that provide additional student support in academic, organizational, and/or social support areas

14. Create Templates for Tier 2 • Starting with a template makes frequent tasks more efficient • Form letter (document template) • Business form • Stencil

15. Tier 2: Small Group Intervention Examples • Social Skills Groups • Check In/Check Out • Academic Support Groups • Self-Monitoring Program

16. Level 3 Individualized Behavior Support Plans

17. What is a Tier 3 Intervention? • An intervention (or set of interventions) customized to the unique needs of one child. • Based on the hypothesized function of the child’s behavior • Designed to consider school/home/community variables when possible

18. Factors and Challenges to ISS • Problem behaviors are high intensity and/or frequency. • Too many students display significant problem behavior at any one time. • Problem behaviors are disrupting learning and teaching environments. • Problem behaviors are difficult to understand. • Interventions are ineffective.

19. Insufficient number of minutes to collect information, conduct meetings, implement and monitor plans. • Administrative leadership and support is lacking, unavailable, or underdeveloped. • Staff are unable or untrained to implement interventions, and lack opportunities for continuous and applied professional development. • Overemphasis on form, policy, or regulation rather than on process. 10. Lack of continuum of positive behavior support.

20. Requirements for Individual Student Supports • Behavior must be considered within context in which it is observed.

21. Problem Behavior Escape/Avoid Obtain Automatic Social Activity Social Activity Tangible Peer Adult Peer Adult 0 Three Functions of Behavior

22. 0 Understanding Behavior Problems • Negative Reinforcement Hypothesis • Positive Reinforcement Hypothesis • Sensory Stimulation Hypothesis • Communication Intent

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24. Requirements for Individual Student Supports • Behavior must be considered within context in which it is observed. • As intensity of problem behavior increases, so must intensity and complexity of functional behavioral assessment and behavior support planning process.

25. 0 Testable Hypothesis Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences

26. 0 Setting event • Factors that make problem behavior worse (more likely to occur, more intense) • E.g., illness, fatigue, social conflict, change in routine,…… • Factors that change value of current reinforcers • E.g., verbal praise less effective, peer attention more influential,escaping work more desirable….

27. Requirements for Individual Student Supports • Individuals who develop and implement behavior support plans must be behaviorally competent and able to… • Conduct fluently functional assessment-based behavior support planning • Facilitate efficient development, implementation, evaluation of behavior support plans • Collect and analyze student performance data • Develop academic and social behavior support plans that are based on research validated practices

28. Decisions regarding effectiveness and efficiency of implementation of behavior support plan must be based in data. • Efficiency and effectiveness of implementation system of individual student support are related directly to effectiveness and efficiency of school-wide behavior support systems for all students, staff, and settings.

29. The longer problem behavior has been occurring, the more resistant it may be to intervention. • Staff need sustained and effective support to respond effectively and efficiently to significant problem behavior. • Efficient team-based approach and process to problem solving must be in place.

30. Tier 2/3 Team membership: Critical features • Someone skilled in function-based assessment, behavior support planning & implementation • Someone skilled in data-based decision making for individual student progress • Administrator • Staff who know the student(s) • Family members

31. No heroes……. thanks anyway • Do not try to provide support in isolation • We do not want heroes, • We want self-managers; work your way out of the manager role • It takes a team • If you already know it, challenge yourself to explain or teach it to someone else.

32. Process for Establishing Tier 3 System • Establish Behavior Support Team to guide/lead process. • Secure and establish behavioral competence within school. • Develop three level system of school-wide behavior support: • Primary Interventions • Secondary Group Interventions • Tertiary Interventions

33. Primary Interventions • School-wide discipline system for all students, staff, and settings that is effective for “80%” of students • Clearly and positively stated expectations • Procedures for teaching expectations • Continuum of procedures for teaching expectations • Continuum of procedures for encouraging expectations • Continuum of procedures for discouraging rule violations • Procedures for monitoring and modifying procedures • DATA systems are in place

34. Secondary Interventions • Specialized group administered system for students who display high-risk problem behavior and are unresponsive to primary interventions • Functional assessment based intervention decisions • Daily behavioral monitoring • Regular and frequent opportunities for positive reinforcement • Home-school connection • Individualized academic accommodations for academic success • Planned social skills instruction • Behaviorally based interventions

35. Tertiary Interventions • Specialized individually administered system for students who display most challenging problem behavior and are unresponsive to secondary interventions. • Simple request for assistance • Immediate response (24-48 hours) • Functional behavioral assessment-based behavior support planning • Team-based problem solving process • Data-based decision making • Comprehensive service delivery derived from a wraparound process

36. Process for Establishing Tier 3 System • Establish data decision system for matching level of intervention to student. • Simple and direct request for assistance process for staff • Data decision rule for requesting assistance based on number of major behavioral incidents

37. Process for Establishing Tier 3 System • Establish a continuous data-based system to monitor, evaluate, and improve effectiveness and efficiency. • Are students displaying improved behaviors? • Are staff implementing procedures with high fidelity? • What can be modified to improve outcomes? • What can be eliminated to improve efficiency?

38. Use FBA to Develop Individualized Behavior Support Plans

39. FBA Process

44. 0 Desired Alternative Typical Consequence Summary Statement Points, grades, questions, more work. Do work w/o complaints. Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Noncompliance, profanity, physical aggression, Lack of peer contact in 30 minutes. Do difficult math assignment. Avoid task, remove from class. Acceptable Alternative Ask for break, ask for help.

45. 0 Desired Alternative Typical Consequence Summary Statement Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Acceptable Alternative

46. 0 Make a Plan Write down what the adult will do when student: (a) behaves appropriately (b) engages in minor problem behaviors (c) engages in major problem behaviors

47. 0 Teach and Reinforce • Pick replacement behavior • Teach • Provide reinforcement for functionally equivalent alternative behavior • Student gets (consequence) what he/she wants for doing (behavior) what you want.

48. 0 Considerations in Choosing Alternative Behaviors • Choose a more efficient behavior than problem behavior • Consider effort, immediacy, and consistency of “pay off” • Choose a behavior that is appropriate for learner and context • Student can understand what is expected, • Behavior is already in repertoire or approximation, and • Easy to learn- achievable. • Initially teach sequential behavior, and • Break into small, progressive steps.

49. Plan Implementation • Be consistent across people, places, and time • Implement for 10 consecutive school days • Use data to evaluate plan effectiveness • Problem-solve and modify as necessary • Plan for “graduation” from Tier 3 as appropriate

50. For Problems Bigger than the School Environment • Dual Diagnosis (Special Education and mental health disorders) • Family Issues (abuse, neglect, conflict) • Complex Trauma • Drugs (legal and illegal)